THEORETICAL
FRAMEWORK :
BEGINNING READING
INSTRUCTION
Jee-Ann O. Borines
Division Coordinator Grade II
THE CHALLENGE?
How does a teacher
teach a child to read
and develop love for
reading?
If we are always arriving
and departing. It is also
true that we are
eternally anchored.
One's destination is never
a place, nut rather a new
way of looking at things.
If we are always
arriving and departing.
It is also true that we
are eternally anchored.
One's destination is
never a place, but
rather a new way of
looking at things.
If we are always arriving and departing. It is also
true that we are eternally anchored. One's
destination is never a place, nut rather a new
way of looking at things.
If we are always arriving and
departing. It is also true that we
are eternally anchored. One's
destination is never a place, but
rather a new way of looking at
things.
Core Understandings
About Learning to Read
•
•
•
•
•
Reading is a construction of meaning from
written text. It is an active, cognitive and
affective process.
Background knowledge and experience are
critical to the reading process.
Social interaction is essential in learning to
read.
Attitudes, motivation, interests, beliefs,
feelings, and values influence children’s
decisions to read and write.
Environments rich in literary experiences,
resources and models facilitate reading
development. Children need the opportunity to
read, read and read.
•
Engagement in the reading task is key in
successful learning to read.
•
Successful learners are motivated, strategic,
knowledgeable and interactive.
•
Children develop phonemic awareness and
knowledge of phonics through variety of literacy
opportunities, models and demonstrations.
•
Children learn best when teachers employ
variety of strategies to model and demonstrate
reading knowledge, strategy and skills.
•
Monitoring the development of reading
processes is vital to student success.
What Reading Is
•
► Reading is a complex, interactive process using
basic skills and advanced strategies to make meaning.
•
►Reading is not merely a skill ; it is an
engagement of the person in a conceptual and social
world. Engaged readers are strategic, knowledgeable,
motivated and social in their approach to learning and
using literacy.
•
►Reading is the process of constructing meaning
through the dynamic interaction among the reader’s
existing knowledge, the information suggested by the
written language, and the context of the reading
situation.
Imagine what
difference it
makes if a
child loves to
read . . .
Opens
doors
Increases confidence in
expressing something
Develops
imagination
Widens
experience and
understanding
Enables interactive
communication
Giron, Labrador, Visaya,
Flojo, Cuanzon and
San Antonio, 2005
Adapted from:
The Cognitive Foundations
of Learning to Read
SEDL 2001
Giron, Labrador, Visaya,
Flojo, Cuanzon and
San Antonio, 2005
Adapted from:
The Cognitive Foundations
of Learning to Read
SEDL 2001
Giron, Labrador, Visaya,
Flojo, Cuanzon and
San Antonio, 2005
Adapted from:
The Cognitive Foundations
Activating Prior Experience/Knowledge
Building Background Knowledge
Developing/Previewing Vocabulary
Setting the Purpose for Reading Predicting
Interacting with the Text
Teacher/student generated Questions
•Cognitive, Metacognitive and Affective
Strategies
Self-Monitoring and Fix-up Strategies
 Integration
 Language Structures / Functions
 R-W Link
 Content Areas
 Multiple Intelligences
 Deciphering and Decoding Strategies and Skills
 Word Recognition
Phonemic Awareness
Phonics
Morphemic Analysis
Word Analysis in
Context
Sight Words
 Reading Sub-skills
Giron, Labrador, Visaya, Flojo, Cuanzon
and San Antonio,
2005
The 2C2IA Instructional Framework
I. Objective / s
A. Skills
B. Strategies
C. Value / s
II. Subject Matter
A. Story
B. Comprehension Skills / Strategies
C. Language Structure
D. Deciphering and Decoding
E. Writing
F. Reference / s
G. Materials
III. Learning Activities
A. Discovering the Magic of Reading ( DMR )
1. Pre – Reading
1.1. Motivation and Building Background
1.2. Unlocking of New Words
1.3. Motive Question
B. Constructing Meaning ( CM )
2. Active Reading
2.1. First Reading
( Teacher reading the story showing each
page with the illustrations to the pupils )
2.2. Second Reading
( Give pupils a chance to interact with the
text. After reading a page or several pages, ask
questions to help pupils predict and monitor their
comprehension )
3. Post Reading
3.1. Answering the motive question
3.2. Group Activity / Discussion
C. Developing English Language Competencies ( DELC )
1. Preparatory Activities
1.1. Drill
1.2. Review
1.3. Motivation
2. Lesson Proper
2.1. Presentation
2.2. Oral Practice
2.3. Generalization
2.4. Guided Practice
2.5. Independent Practice
2.6. Application
2.7. Evaluation
D. Deciphering and Decoding : Strategies and Skills (
DDSS )
1. Presentation of the Beginning and Ending Sound
1.1. Sound Presentation
1.2. Practice Exercises
1.3. Writing Activity
1.4. Generalization
1.5. Application
1.6. Further Practice
1.7. Differentiated Activities for Group Work
1.8. Evaluation
READING
LANGUAGE
Name animals
Make animal sounds
Use the structure
The _____ says _____
WRITING
Vocabulary
Use pictures, realia, and demonstrations to
get the meaning of words.
Comprehension
Answer wh- questions. Sequence events.
Interpret feelings of characters. Predict
outcomes.
Decoding
Identify and produce beginning and ending
sound of Mm. Isolate and blend sounds
Respect for the
rights of others.
Write capital and
small letter Mm
SCIENCE
Identify pets
Identify animal
sounds
Take care of pets
ART EDUCATION
Color mugs/bowls
Finger paint animals
Draw a pet animal
GMRC
MIMI
and the
MOUSE
PHYSICAL EDUCATION
Play the game, Catch the Mouse.
Make animal movements
MATHEMATICS
Tell the concept
of cardinal numbers
MUSIC
Sing songs such as:
Catch the Mouse and Old McDonald
Had a Farm
Cluster 1 Lesson 1
THE BEGINNING AND ENDING SOUND OF Mm.
I. Objectives
A. Skills
1. Give the meaning of new words
through pictures, actions and realia.
2. Answer wh- questions in the story
listened to.
3. Interpret feelings of the characters.
4. Sequence events as they happened in
the story.
5. Predict outcomes.
6. Respond to the story through the following
engagement activities.
Group 1: Draw pictures of the animals in
the story.
Group 2: Act out portions of the story.
Group 3: Illustrate main characters’
feelings
Group 4: Sequence events in the story.
7. Identify animal sounds.
8. Identify/ Recognize and produce beginning
and ending sound of Mm.
9. Isolate and blend sounds in words.
10. Write big and small letter Mm.
B. Strategies
1. Read aloud
2. Questioning
3. Predicting
4. Summarizing
5. Phoneme Isolation and Blending
C. Value/s
Respect for the rights of others.
II. Subject Matter
A. Story: “Mimi and the Mouse”
Author: Perla H. Cuanzon
Illustrator: Larry A. Diolola
B: Comprehension Skills/ Strategies:
Answering wh- questions,
predicting, sequencing events,
retelling.
C. Language Structure: The
__________ says __________.
D. Deciphering and Decoding:
Beginning and ending sound of
Mm.
E. Writing: Writing big and small Mm
F. Reference/s: BEC – PELC Grade I,
Listening 1.3, p.7 Speaking
G. Materials: Big Book, flipcharts, cutouts, real objects, pictures, songs,
charts.
III. Learning Activities
A. Discovering the Magic of
Reading
(DMR)
Activating
Prior
knowledge
1. Prereading
1.1 Motivation and Building
Background
a. Ask: Do you have pets at
home? What is your pet? What does
your pet do?
Showing the picture of a boy
with a cat, say, “Mico has a
pet cat.” Let the pupils
describe Mico’s cat. Then
have them tell what they
think his cat does. Write the
words that the pupils give in
the word map.
b. Introduce the big book. Display the
cover. Point to the title explaining that
these words are called title and that a title
is the name of the story. Say: The title of
the story is “Mimi and the Mouse.” Point
to and read the author’s and illustrator’s
names, explaining to the children that an
author is a person who writes the story
and an illustrator is one who draws the
pictures for the story. Say:
This story is written by Perla H.
Cuanzon and illustrated by Larry A.
Diolola.
Talk about the title and ask the pupils to
predict what the story might be about.
Preview the book’s illustration on
page 1 to help children make their
predictions.
Ask: Would you really want to know
what the story is about? I will read to
you the story. But there are some words
which may be new or which you may not
understand.
1.2 Unlocking of New/ Difficult Words
a. bowl, fresh milk
Using real objects/ pictures, unlock
the words bowl and fresh milk. Say: I
have here a bowl. Mother puts milk in the
bowl. Ask: What is a bowl? Do you use a
bowl, too? Do you drink milk? What milk
do you drink? Show the picture of a man
milking a cow or carabao. Say: The milk
from this cow or carabao is fresh milk.
You can buy fresh milk in the
supermarket.
b. trips, hits, spills
Present the illustration on
page 10 and unlock the words
trips, hits, and spills. Ask: What
can you say about this? What
happens to the milk? (spills)
Why? Show how Mimi trips and
hits the bowl. Say: Mimi trips and
hits the bowl
1.3. Motive Question
Present the cover of the big book
again showing Mimi and the Mouse.
Ask: What questions about the story
come to mind when you see this picture?
Expected questions:
Why is the mouse with the cat?
Will they fight with each other?
Which of the two animals will drink
the milk in the bowl?
2. Active Reading
2.1. First Reading
Open the book and read the story
showing each page with the illustrations to
the pupils.
2.2 Second Reading
Give pupils a chance to interact
with the text. After reading a page or
several pages, ask questions to help pupils
predict and monitor their comprehension.
I
N
T
E
R
A
C
T
I
N
G
W
I
T
H
T
E
X
T
MIMI AND THE MOUSE
Mimi sits on a mat one morning.
“Meow! Meow! Meow! says Mimi
“There’s fresh milk in the bowl.
Mmmmm…….Mmmm…..MMmmmm!” says
Mimi.
Suddenly, a mouse comes out.
“Squeak! Squeak! Squeak!” says the
mouse.
“Meow! Meow! Meow!”
“My milk! My milk! shouts Mimi.
Mimi runs after the mouse.
The mouse runs around the bowl.
“My milk! My milk!” shouts Mimi
Mimi trips and hits the bowl.
The milk spills on the mat.
“Oh my! Oh my! My milk on the mat!”
“Meow, meow, meow.”
Why do you think Mimi
says meow?
What do you think will
the mouse do?
What do you think will
Mimi do?
What do you think will
happen?
What happens to the
milk?
How does Mimi feel
about it?
3. Postreading
3.1. Lead the class to answer the motive
questions.
3.2. Divide the class into 4 groups and
give each group an activity. The
discussion of the
story follows and the small group
activities are presented as the
discussion goes on.
ENGAGEMENT 1
(Small Group Activities)
ENGAGEMENT 2
(Discussion of the Story)
Group 1: Draw the animals in the story
following the dots. Color the cat white What is the story about?
Who are the characters in the story?
and the mouse brown.
Group 1 will present to us their drawing.
Group 2: The mouse comes out and
goes near the bowl of milk. Mimi runs
after the mouse. She trips and hits the
bowl causing the milk to spill.
Act out this portion of the story.
What does Mimi have one morning?
Does she like the fresh milk?
What does she say?
Who sees the fresh milk in the bowl?
What does the mouse do?
What does Mimi do?
Let’s watch the presentation of Group 2.
Group 3:How does Mimi feel at the beginning of
the story? at the end? In circle1, draw Mimi’s face
when she sees the bowl of fresh milk. In circle 2,
draw Mimi’s face when the milk is spilled.
•What happens to the milk in the bowl?
How does Mimi feel about it?
Group 3 will present to us their work.
Group 4: Mimi is given fresh milk in the
bowl. Then the mouse comes. Mimi
runs after the mouse. The milk spills.
Arrange the pictures in this order.
• Why is Mimi happy at the beginning of the
story?
• Why is she sad at the end?
Group 4 will now retell the story.
C. Developing English Language
Competencies (DELC)
1. Preparatory Activities
Say: All around us we hear
different sounds. What sounds do you
hear now? What sounds do you hear in
the morning? In the afternoon? At
night?
Show pictures of the words in the box.
Let the pupils look at the pictures and call
on individual pupils to select one. Paste the
picture in Circle A if it produces a sound.
Paste the picture in Circle B if it doesn’t
produce a sound. Select one object from
Circle A. (The teacher may modify this
activity when needed.)
ball
TV
bell
table
A
apple
car
cellphone
alarm clock
B
2. Lesson Proper
2.1. Presentation
a. Go back to the story, “Mimi and the Mouse.” Ask:
What are the animals in the story? (cat and mouse)
Show the picture of Mimi in the big book. Ask: What
sound does the cat make? What does the cat say?
(The cat says meow, meow, meow.) Show the picture of
a mouse. Ask: What does the mouse say? (The mouse
says squeak, squeak, squeak.)
b. Let the pupils listen to the song, “Old McDonald
Had a Farm.” Then ask them what animals are
mentioned in the song. Ask the pupils to sing the song
while substituting numbers 2, 3 and 4.
Old McDonald Had a Farm
1. Old McDonald had a farm, E-I-E-I-O.
And on his farm he had a cow, E-I-E-I-O.
With a “moo-moo” here and a “moo-moo” there,
Here a “moo, there a moo”
Everywhere a “moo-moo.”
Old McDonald had a farm, E-I-E-I-O.
2. Duck – quack-quack
3. Horse – neigh-neigh
4. Other animals and their sounds.
c. Show pictures of the following animals and ask the
pupils to give the sounds of the animals in the pictures
Dog
Cow
Hors Goat
e
hen
d. Conduct a question-and-answer exercise. Introduce
the function words to be used in the sentence structure.
The (animal) says (sound).
Ask: What sound does the dog make? The cow? The
goat?
The __________ says (bow, wow, wow)
(moo, moo, moo)
(mee, mee, mee)
2.2. Oral Practice
a. Show the class pictures of
animals in the box below. Call
on some pupils to choose the
animals that they would like to
have as pet.
b. Divide the class into the different categories of
animals that they chose.
Ask: What sound does the dog make? The Dog
group says: The dog says, bow wow wow.” Do
this until all the groups were asked and have
answered using the structure. The (animal) says
(sound).
2.3 Generalization
Ask: What sound does the dog make?
Guide the pupils to say: Animals make different sounds.
2.4 Guided Practice
a. Let the pupils sing the following song to the tune of
“Incy, Wincy Spider.”
The little dog says, “Bow,wow,wow.”
The little cat says, “Meow, meow, meow.”
The little duck says, “Quack, quack, quack.”
And they all sound it loud.
Oh listen, oh listen
They’re all talking now.
b. Ask the pupils to substitute the names of the
animals and the sounds that they make.
bird- tweet tweet tweet
goat – mee, mee, mee
monkey – kraa, kraa, kraa
c. Divide the class into groups. Then assign an
animal for each group. When the teacher calls the
name of the animal, the group will make the sound
as they perform movements imitating the animals.
2.5 Independent Practice
Let the pupils do a dyad. Say: Get a
partner. One will give the sound of an animal
and the other will say the sentence. The
(animal) says (sound).
2.6 Application
Have the class play a game of naming
sounds produced by animals. Start by throwing a
ball to a pupil and asking, “What sound does the
__________make?” The pupil who catches the
ball answers the question by saying. The
__________ says __________. Then he throws
the ball to another pupil and asks about the sound
another animal makes. Continue playing the
game until almost all pupils have answered the
question using the given structure.
2.7 Evaluation
Show pictures of the following animals. Listen as I say
each animal sound. On your paper, write A, B, or C to
identify the animal that makes the sound.
(Teacher reads the choices and pupils write A, B, or C on
their answer sheets.)
1. Quack! Quack!
duck
A
2. Meow! Meow!
dog
A
chicken
horse
B
C
cat
snake
B
C
3. Moo! Moo!
4. Squeak! Squeak!
5. Hiss! Hiss!
horse
cow
goat
A
B
C
lizard
mouse
bird
A
B
C
snake
goat
carabao
A
B
C
D. Deciphering and Decoding: Strategies and
Skills (DDSS)
1. Presentation of the Beginning and Ending
Sound of Mm.
1.1 Say: Listen to some words taken from the
story.
Mimi
meow
mat
milk
my
mug
mouse
me
morning
1.2 Ask: What sound do you hear at the
beginning of the words? /m/ Say: Repeat the
words after me. (Read each word to them
again as they repeat after you.) This time, I
am going to say the first sound and the
remaining sound in the word. Repeat after me.
If I say /m/ ….at, say mat. Blend these word
parts.
/m/….ilk milk
/m/…ouse mouse /m/…
y my
/m/…ug mug
/m/…e me
/m/…eow
meow
Help the children hear how the word parts are
blended by extending the first sound such as
m-m-m-m-m-m-mat.
1.3 Teach a song to the tune of “London Bridge
is Falling Down.” Write the song on a chart.
Sing the song and track the print as you sing.
Sing the song several times to encourage the
children to sing the song.
Teacher’s Version
What’s the first sound
sound
That you hear (3x)?
(3x).
What’s the first sound
sound
That you hear
In milk, milk, milk?
milk
Pupil’s Version
/m/ is the first
That we hear
/m/ is the first
That we hear
In milk, milk,
Tell the pupils to substitute these words:
mouse, mat, meow, my, me for milk and I for
we when responding individually.
1.4. Say: Listen to the story about monkeys. Look at this
picture that shows Mother Monkey and the young
monkeys. Write the story on a chart. Find out what
happened in the story.
Mother Monkey’s Guessing Game
Three monkeys were waiting for someone
at home. Soon, Mother Monkey came with a basket
in her hand. So, the monkeys ran to meet her.
Mother Monkey said, “Guess what I have for
you. Listen.”
It begins with /m/.
And it ends with /ilk/.
Put them together,
What is it? (It’s milk.)
1.5 Repeat the chant for mug, mask and match.
1.6 Ask: What did Mother Monkey have for the three
monkeys? (mat, milk, mug, mask, match). What is the
first sound you hear in each word? /m/.
Mother Monkey made the monkeys guess the other
things in the basket. She said:
It begins with /h/.
It begins with /j/
And it ends with /am/
And it ends with /am/
Put them together.
Put them together.
What is it? (It’s ham.)
What is it? (It’s jam.)
1.7 Apply the song “London Bridge is Falling
Down” for the words ending in /m/ to answer the
question: “What’s the last sound that you hear?”
1.8 Teach a song to the tune of “Happy Birthday.”
Can you say the last sound? (2x)
It’s the last sound in ham.
Can you say the last sound?
Substitute the words jam, drum, broom, cream
for ham.
2. Writing Letter Mm
2.1 Presentation of the Big and Small
Letter Mm.
Ask: What sound did we learn today?
/M/. This is a small letter m. It is also
sounded as /m/.
2.2 Writing of Mm
Demonstrate how to write Mm on the
blackboard. Guide the writing in the air,
on one’s palm, on one’s seat or table or
on a classmate’s back.
2.3 Have the pupils trace the dots to
form Mm on the blackboard and on
their worksheet. Have them show their
3. Further Practice
3.1 Show pictures of the words in the box. Name each
picture. If the picture name begins with /m/, write B. If
the picture name ends with /m/, write E. Do this
exercise on your paper.
Drum
Mango
Palm
Ham
Mitten
3.2 Read the directions for the exercise, “Messy
Mushroom” in the flip chart. Say: Get your paper and
draw a line to divide it into 2 columns. Copy the picture
names that begin with Mm on the left side of your paper
and the picture names that end with m on the right side
of your paper.
4. Enrichment Activity
Show pictures of the ten words below. Ask the class to
listen as you name each picture. If the name begins
with /m/, write B on your paper. If the name ends with
/m/, write E.
1. Mat
6. Jam
2. Drum
7. Room
3. Monkey
8. Man
4. Money
9. Ham
5. Moon
10. map
5. Differentiated Activities for Group
Work
GROUP ONE
Oral Work With the Teacher
A. Show pictures of the following. Ask several
pupils to name the picture.
man
magnet
1.
7.
milk
mushroom
2.
8.
mitten
mouse
3.
9.
mask
map
4.
10.
mug
mat
5.
11. mop
moon
6.
12.
GROUP ONE
B. Ask the pupils to give the first sound of the pictures.
moon
1.
5. mask
medal
2.
6. map
mug
3.
7. man
magnet
4.
8. mouse
C. Provide a worksheet with the following pictures.
Color the pictures
with names that begin
with /m/.
net
man
1.
6. mouse
bag
2.
7. flower
mask
3.
8. fan
mushroom
mop
4.
9. box
GROUP THREE
Seatwork I
A. Encircle the beginning letter.
1. medal
2. monkey
3. man
4. moon
5. mop
B. Complete the names of the pictures.
mushroom
3+4 = 7
1.
4.
su__
__ushroo__
GROUP TWO
Seatwork 1
A. Provide a worksheet with the following pictures.
Write B if M is at the beginning and E if it is at the
end.
ham
moon
jam
Sam
map
milk
palm
mouse
B. Write the beginning sound or the ending sound.
1. mitten
___ itten
2. sum
su __
3. mushroom
___ushroom
4. milk
___ilk
GROUP ONE
Seatwork 1
A. Match the /m/ sound with the pictures with names
that begin with /m/.
man
mask
/m/
pan
house
ribbon
milk
medal
meat
fish
B. Provide a worksheet with the following
pictures. Encircle the beginning sound of the
pictures.
1. milk
m
r
n
2. mask
r
m
n
3. Mico
M
N
H
4. moon
n
m
l
5. mop
m
h
k
Seatwork 2
A. Provide a worksheet with the following
pictures.
1. jam
3. sum
ja __
su __
2. map
ma__
4. drum
dru __
B. Coloring pictures whose names end with
/m/.
1.
2.
3.
4.
ham
map
moon
milk
5.
6.
7.
8.
jam
palm
Sam
mouse
GROUP TWO
Seatwork 1
A. Match the big letter M with small letter m.
h
m
r
n
m
M
m
m
r
m
m
n
h
B. Color the big letter and small letter Mm.
N
M
H
M
W
m
r
n
m
h
GROUP TWO
C. Say the names of the pictures. Choose the
beginning sound. Encircle it.
1. map
2. mask
3. medal
4. mug
5. mouse
n
h
r
m
m
m
n
m
n
h
Oral Work with the Teacher
A. Check answers in previous exercises.
r
m
h
r
k
GROUP TWO
B. Playing Tic-Tac-Toe
Mat
Ball
Apple
Umbrella
Pail
Pencil
Net
Chair
Moon
X
X
X
X
X
X
Say: Listen as I say the names of the pictures. Put a
pebble on its picture. The first to have a vertical,
horizontal or diagonal line wins the game.
GROUP THREE
2.
money
___ oney
3.
5.
ham
ha___
mask
___ask
Seatwork 2
A. Provide a worksheet with the following pictures.
Color the pictures that end with /m/.
1. sun
6. snake
2. bag
7. jam
3. sum
8. gloves
4. ball
9. bag
GROUP THREE
B. Provide the worksheets with the following pictures.
Write the ending sound of the pictures.
1. mushroom
mushroo__
2. ham
ha __
3. drum
dru __
4. broom
broo__
5. hat
ha__
Oral Work with the Teacher
A. Check the answer of previous exercises.
GIVE
EVERY KID
A HAND
GIVE EVERY
KID A HAND
The first six years of a
child’s life are critical, the
experts tell us.
That’s when their
characters are formed.
That’s when learning is
slowly making a mark.
GIVE EVERY
KID A HAND
That’s when caring
counts.
Someone just to hold
them.
Unfortunately, for
many of the world’s
children that’s just what
they don’t get..
GIVE EVERY
And society suffers as a
KID A HAND
result. Because a deprived child
has a lot less chance of growing
up as an adjusted adult - a reader,
a thinker, a life-long learner,
ready to face the world.
Some of us believe we can
change things… or at least try…
And we need your help
Maybe you’ll help one
to learn to read and write
to laugh, to love, to live -Maybe you’ll just be
the hand that holds out a
little hope.
GIVE EVERY
KID A HAND
To give a kid a
hand is to give a gift
that lasts forever—
The gift of reading.
GIVE EVERY KID A
HAND
THANK YOU
GOD BLESS ALL YOUR EFFORTS !!